All over the world, studies related to design of appropriate educational programs for gifted students have been continuing. It is also important that these programs should be adapted to both realities of countries and developing educational technologies. In Turkey, the structure of The Education Program for the Gifted Students' Bridge with University (EPGBU) has basically been determined as mentoring and e-mentoring which are gifted education approaches. EPGBU has been prepared for the education of academically gifted students.

In this study, examining the effectiveness of in-service training for gifted education has been conducted. In the study, 30 Classroom, Science, Mathematics and Preschool teachers working at schools in different cities of Turkey, took part as volunteer participants. Moreover, some criteria were specified for determining the participants. In this in-service training, teachers have received theoretical and practical training in the academicians who study on gifted education. In this process, they have designed units in groups according to the Education Program for Gifted Student Bridge with University (EPGBU) curriculum. The research has been designed as a case-study research which is one of the qualitative research models. In the study, some data tools (scales, interview form and the documents) were utilized Two of data collection tools were developed by research. These were Science Fair Mentorship Self-efficacy Scale for Teachers (SFMSST) and Gifted Education Self-efficacy Scale for Teachers (GESST). As a result of a one-week in-service training, it has been determined that the teachers' perception of self-efficacy for scientific research mentorship and gifted education increased.

Bu çalışma, Türkiye'de "Bu Benim Eserim" adıyla da anılan İlköğretim Öğrencilerine Yönelik Fen Bilimleri ve Matematik Proje Çalışması'nın, yarışmaya katılım motivasyonları, karşılaşılan güçlükler, katılımın ve verimliliğinin artırılması, danışmanın rolü, fen eğitimine katkısı, proje hazırlama sürecinde kurum ve kuruluşlarla işbirliği, yarışmaya ilişkin öneriler boyutlarının, okul yöneticisi, öğretmen ve öğrencilerin bakış açılarıyla ve fen projelerinin kalitesinin uzman görüşleriyle incelenmesinin yapıldığı nitel bir çalışmadır. Çalışmanın katılımcıları olarak 2009-2010 öğretim yılı A İlinden B Bölge Sergisi'ne katılan öğrenciler, öğrencilerin danışman öğretmenleri ve okul yöneticileri alınmıştır. Veri toplama araçları olarak yarı-yapılandırılmış görüşme, gözlem, proje raporları, bilim şenliği ve fen projelerine yönelik öğretmen görüşleri anketi kullanılmıştır. Veri analizlerinden elde edilen bulgular şunlardır; Öğretmenler, bilim şenliğine karşı olumlu tutum sergilemelerine rağmen, "zorunlu olmasam öğrencilerimi proje yarışmasına sokmak istemezdim" görüşüne büyük çoğunlukla katılmaktadırlar. Proje yarışmasına katılım motivasyonları; (i) yöneticiler için okulun reklamının olması, (ii) öğretmenler için yöneticilerin baskısı ve öğrenci istekliliği, (iii) öğrenciler için yaptıkları çalışmaların sergilenmesi şeklindedir. Yarışmada danışmanın ya da velinin projenin yapımında çok etkin olduğu görüşüne yönetici, öğretmen ve öğrenciler büyük oranda katılmakta ve bilimsel sahtekârlıktan yakınmaktadırlar. Fen projelerinin niteliksel incelenmesi sonucunda, öğrencilerin bilimsel yöntemi kullanma, verileri analiz etme ve kaynak tarama gibi kısımlarda ciddi eksiklerinin olduğu belirlenmiştir. Bilim şenliklerinin amacına hizmet etmesi için kilit rolde olan öğretmenlerin eğitimine önem verilmelidir. Ayrıca, bilim şenliklerinde etik ve değerler eğitimi boyutu ihmal edilmemelidir.

Rapid changes in the 21st century demand the use of technology in learning geometry in elementary schools. One such technology is augmented reality (AR). 3Dmetric (3D and Geometric) is a geometry learning medium on ARbased 3D space material. Students' perceptions, which refer to their interpretation, are a key factor in studying the changes in their interpretations of a particular phenomenon. The purpose of the current study was to investigate the perceptions of elementary school students after using 3Dmetric to learn geometric shapes. The differences and the relationship between the students' level of perception and level of spatial ability were also investigated. This study applied a cross-sectional approach with quantitative and qualitative designs. A total of 36 students in one elementary school in Indonesia participated in this study. The instruments used were the Perception Scale for Using 3Dmetric in Geometry Teaching, Spatial Ability Scale, and In-Depth Interview Form. Results showed that the positive perception of elementary school students regarding the use of 3Dmetric does not depend on the level of their spatial ability. Moreover, the difference in their perceptions is not caused by the level of their spatial ability. The positive findings in this cross-sectional study can contribute to the success of AR-based learning and teaching in the 21st century, especially with regard to learning materials for 3D geometry. They can also lead to the formation of the spatial abilities and improvement in the academic performance of elementary school students.

In this study, it is aimed to examine the Science and Technology teachers' attitude and views related giftedness and gifted education. This research used both qualitative and quantitative research designs, is a mixed pattern research. The study group of the research consists of 111 Science and Technology teachers in the academic year 2011-2012 in the province of A. These participants were applied Teacher Attitude Scale towards Gifted Education (TASGE) as collection of quantitative data. For obtaining qualitative data, semi-structured interview was used with four science and technology teachers. For the analysis of quantitative data, percentage, frequency, t-test and analysis of variance were used. The data obtained from the interview were subjected to content analysis. As a result, science and technology teachers' attitudes towards gifted education were found to be slightly above the undecided attitude. In addition, science and technology teachers stated that supportive education for gifted children in Science and Art Centers (SACs) was insufficient and they adequately could not cooperated with this institution.